456
R. C. S. Pereira et al.
Table 1 Materials used in pedagogical dynamics
PD
Materials
Mining activity
construction
Polyvinyl Chloride (PVC) tubes, ropes of various
sizes, buckets, water, coloured plastic balls, bicycle
tire chambers, funnel and water hose
Aqueduct construction
Pieces of thin bamboo, twine, duct tape, and halfmoon cut plastic tubes. To simulate water transport,
coloured plastic balls were used
Chandelier construction
Plastic tubes, strings of various sizes, balls of
different sizes
PD Pedagogical dynamics
Step 1: The Organization
2.1 Training
At this stage, six students enrolled in the 3rd year of IGAEI aged 18–19 years were
trained at the institution where they study to act as monitors of FFI-CF 1st year
students from IHSHC. They were instructed to make the materials used in each PD,
presented in Table 1, and collaborated in the construction of problematic situations
related to social and environmental problems at the local level. The activities carried
out with the monitors were developed according to the educational guidelines, which
point out the importance of developing pedagogical intervention projects that enable
the integration of knowledge and experiences (SEEDUC 2013).
2.2 Orientation
The orientation phase took place outside the FFI-CF, where the monitors made the
three PD with the available objects that were handled by the FFI-CF students.
After assembling the material, the monitors met the FFI-CF students at an outside
campus meeting point to explain how the practices would be developed. In the end,
students were instructed on how to proceed with the execution of dynamics through
four basic rules: i. Distribution of FFI-CF students into three teams, with eight and
seven students, who received red, yellow and green coats to distinguish the groups;
ii. Each team had to choose a leader who would have to collaborate with the group
in conducting the activities; iii. The maximum time to solve the problem situations
presented in each PD would be 20 min, using only the available materials and avoiding
wasting resources as much as possible; iv. After the set time, a whistle would sound
alerting teams to move to the next PD and perform the following task and thus close
the CLA. Pedagogical activities that go beyond the limits of the classroom developed
R. C. S. Pereira et al.
Table 1 Materials used in pedagogical dynamics
PD
Materials
Mining activity
construction
Polyvinyl Chloride (PVC) tubes, ropes of various
sizes, buckets, water, coloured plastic balls, bicycle
tire chambers, funnel and water hose
Aqueduct construction
Pieces of thin bamboo, twine, duct tape, and halfmoon cut plastic tubes. To simulate water transport,
coloured plastic balls were used
Chandelier construction
Plastic tubes, strings of various sizes, balls of
different sizes
PD Pedagogical dynamics
Step 1: The Organization
2.1 Training
At this stage, six students enrolled in the 3rd year of IGAEI aged 18–19 years were
trained at the institution where they study to act as monitors of FFI-CF 1st year
students from IHSHC. They were instructed to make the materials used in each PD,
presented in Table 1, and collaborated in the construction of problematic situations
related to social and environmental problems at the local level. The activities carried
out with the monitors were developed according to the educational guidelines, which
point out the importance of developing pedagogical intervention projects that enable
the integration of knowledge and experiences (SEEDUC 2013).
2.2 Orientation
The orientation phase took place outside the FFI-CF, where the monitors made the
three PD with the available objects that were handled by the FFI-CF students.
After assembling the material, the monitors met the FFI-CF students at an outside
campus meeting point to explain how the practices would be developed. In the end,
students were instructed on how to proceed with the execution of dynamics through
four basic rules: i. Distribution of FFI-CF students into three teams, with eight and
seven students, who received red, yellow and green coats to distinguish the groups;
ii. Each team had to choose a leader who would have to collaborate with the group
in conducting the activities; iii. The maximum time to solve the problem situations
presented in each PD would be 20 min, using only the available materials and avoiding
wasting resources as much as possible; iv. After the set time, a whistle would sound
alerting teams to move to the next PD and perform the following task and thus close
the CLA. Pedagogical activities that go beyond the limits of the classroom developed